The Effectiveness Of The Elsa Speak Application in Facilitating Students’ English Pronunciation In Story Telling

Arosy, Hesa Nizar (2025) The Effectiveness Of The Elsa Speak Application in Facilitating Students’ English Pronunciation In Story Telling. Undergraduate (S1) thesis, IAIN Kediri.

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Abstract

Arosy, Hesa, Nizar.(2025). The Effectiveness of The Elsa Speak Application in Facilitating Students’English Pronunciation in Story Telling. Department of English Language Education, Faculty of Tarbiyah, State Islamic Institute of Kediri. Advisors (I) Nur Afifi, M.App.Ling., Ph.D. Advisors (II) H. Burhanudin Syaifulloh M.Ed, Ph.D. Keywords: Artificial Intelligence, ELSA Speak Application, English Language Learning, Pronunciation, Storytelling Pronunciation is a key aspect of oral communication, particularly in EFL storytelling. However, many junior high school students struggle with clarity, correct intonation, and fluency. With technological advancements, AI-based tools such as ELSA Speak offer new ways to support pronunciation learning. This study aims to investigates whether the ELSA Speak application can improve students’ English pronunciation in storytelling contexts. This research employed a quantitative quasi-experimental design involving two groups: Class 8F as the experimental group using ELSA Speak, and Class 8G as the control group using conventional methods. A total of 71 eighth-grade students from SMPN 1 Kunjang participated. Pre-test and post-test assessments were conducted to evaluate pronunciation performance, and the data were analyzed using ANCOVA. The findings showed that the use of ELSA Speak significantly enhanced students’ pronunciation, as reflected in the ANCOVA results (p = .000, F = 107.680, R² = .608). The ELSA Speak application, which provides real-time and individualized feedback, played a key role in this improvement. By allowing learners to immediately recognize and correct errors, ELSA accelerates the learning process and improves accuracy. Its instant feedback mechanism, compared to delayed teacher correction, encourages autonomous and consistent practice. These findings demonstrate the effectiveness of integrating AI-based tools in English learning, particularly in enhancing students’ pronunciation skills within storytelling activities.

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